___________________
PROCEEDINGS
from the
Sixteenth Annual Conference
The Art of Teaching
Creating a Learning Environment
January 12 & 13, 2006
Howard Community College
___________________
PROCEEDINGS
from the
Sixteenth Annual Conference
The Art of Teaching
Creating a Learning
Environment
January 12 & 13, 2006
Howard Community College
Facts About AFFACT | List of Representatives | Table of Contents
Conference Coordinator, Chair
Cathy Sewell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . Chesapeake College
Site Coordinator
Russ Baker. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . Howard Community College
Proceedings Editor
Marilyn Pugh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . .Prince George's Community College
AFACCT is an association of and for Maryland Community College faculty. It was established in 1984 with the following goals:
to provide opportunities for professional growth and
development of members of Maryland Community College faculty by the
effective use of statewide resources;
to foster and improve teaching excellence by promoting the
sharing of ideas, instructional materials and strategies;
to maximize the impact and effectiveness of available funds
for professional development;
to open new lines of communication between and among faculty
members with similar disciplines and interests;
to sponsor discipline and cross-discipline conferences;
to promote the exchange of faculty among Maryland Community Colleges.
AFACCT's decisions are made by a Board of Representatives which
consists of one member from each of the Maryland Community Colleges who serves
as a liaison. In addition, a Coordinator and an Assistant Coordinator,
elected by the Board, serve with direction from the instructional
vice-presidents or deans.
| Allegany CC | Debbie Frank, Hospitality Management |
| Anne Arundel CC | Suzanne Spoor, English and Women's Studies (Secretary) |
| Baltimore City CC | Grace E. McNeal, Nursing |
| Carroll CC | Alan Bogage, Library Director, English Adjunct |
| Cecil CC | Nancy Cannon, Reading |
| Chesapeake College | Cathy Sewell, Academic Support Center
Coordinator (AFACCT Coordinator) Stan Kajs, Humanities |
| College of Southern Maryland | Richard J. Siciliano, Languages and Literature (AFACCT Web Master) |
| CCBC - Catonsville | Nelda Nix-McCray, Sociology |
| CCBC - Dundalk | Bernadette Low, English |
| CCBC - Essex | David Thorndill, Biology |
| Frederick CC | Craig Weincek, English & Communications |
| Garrett CC | Lonnie Brewster, English |
| Hagerstown CC | Paul Jozik, Physics (Treasurer) |
| Harford CC | Avery Ward, Political Science |
| Howard CC | Russ Baker, Mathematics |
| Montgomery College - Germantown | Jon Frederick Kreissig, Health/Physical Education |
| Montgomery College - Rockville | Shah Mehrabi, Economics |
| Prince George's CC | Marilyn Pugh, Economics, Director of the Center for Academic Resource Development (Assistant Coordinator) |
| Wor-Wic CC | Susan Twigg, Mathematics Colleen Weil, Nursing |
| Maryland Community Colleges Chief Academic Officers | Andrea L. Smith, Chief Academic Officer, College of Southern Maryland |
|
Supporting Transitional
Math Students Through Math Labs Playing I.T. Safe:
An RD103/CA106 Learning Community
Creating Interactive, Online Courses
The
Nursing Faculty Shortage: A
Phenomenological Approach
Defining the Patuxent
River Watershed: An Exercise
Kathleen M. Martin and Lisa A. Gotschall What Works in Classes for Us
Barriers
to Distance Education as Perceived by Computing Faculty at Two Washington, DC Area Community Colleges
What is Teaching? |
|
The Science of Learning: Some Guidelines
Dr. James Bell Our Big Question: In what ways can we help students learn based on the research on how students learn for the long term (the science of learning)? My goal: 90% of you will implement ideas to increase student learning for the long term. When I started teaching 40 years ago, there were few resources to help teachers to think about how to teach. Now there are many resources besides the many sources on the web. Only a few, however, are based on evidence from research. Today I plan to (1) present some of the guidelines from the science of learning and (2) list some other sources from the art of teaching. Clearly an effective teacher, one who produces significant long term learning, will be using guidelines from both the science of learning and the art of teaching. As a professor of psychology, I try to keep current in two fields of psychology which relate to student learning: the fields of learning and educational psychology. In addition, I conduct about 5 workshops yearly on active learning, critical thinking, and teaching; I work with adjunct faculty as the Coordinator of the Psychology Program at HCC, I served as the Chair of the Adjunct Faculty Committee, and I have been the researcher for the Probation Committee for over 15 years. Bransford, Brown, and Cocking (editors) in their book How People Learn (1999) explain: "Learning is a basic, adaptive function of humans. More than any other species, people are designed to be flexible learners and active agents in acquiring knowledge and skills. Much of what people learn occurs without formal instruction, but highly systematic and organized information systems--reading, mathematics, the sciences, literature, and the history of a society--require formal training, usually in schools. Over time, science, mathematics, and history have posed new problems for learning because of their growing volume and increasing complexity. The value of the knowledge taught in school also began to be examined for its applicability to situations outside school. Science now offers new conceptions of the learning process and the development of competent performance. Recent research provides a deep understanding of complex reasoning and performance on problem-solving tasks and how skill and understanding in key subjects are acquired." (From the executive summary) OF The Science of Learning (My selective synthesis based on a book review of How People Learn by Bransford, Brown, and Cocking and an article by Halpern and Hakel and a quarterly journal which they edited.- sources listed later) 1. One goal should be to help students learn for the long term. (long-term retention). How do we get long-term learning? 2. A second goal should be to help students learn to use what they have learned in different situations in the future (long-term transfer or application). How do we get students to transfer what they learn? 3. Repetition and practice at retrieval and transfer produce long term results. In what ways can we build in repetition and practice? 4. Unstructured experiencing can be very ineffective learning. In what ways can we guide student learning? What do we need to teach them to learn in our discipline? 5. It is much more important what students do in the classroom than what we do. Producing information results in more learning than presented information. In what ways can we get students to be more active in class? 6. The way we test will greatly influence what is learned. In what ways can we test (assess) for understanding, learning to learn, and higher order thinking skills? 7. Deep understanding is more valuable than surface learning: "less is more." What are the most important thing to learn in a particular course? In what ways can we teach the way of thinking of our discipline? 8. Students need to learn to use metacognitive thinking to self assess their thinking. In what ways can we teach metacognitive thinking? In what ways can we teach self assessment? 9. Students often have misconceptions about our discipline coming into our courses. In what ways can we deal with student misconceptions? 10. Massed learning is less effective than spaced learning. In what ways can we build in spaced learning? 11. New knowledge and skills get built on prior knowledge and skills. What do student know coming into our courses? In what ways can we best deal with differing entry levels of knowledge and skills? Feedback Can Increase Student Learning: Some Ideas "What is the big deal about feedback?" Well, the big deal about feedback is that it is so rare in higher education. "What do you mean ‘so rare’?" Let’s assume that your students are studying 1.5 hours for every hour in class across the 14 weeks of the semester. That would be just over 100 hours of learning for a 3 credit course. How much feedback do you think students usually get? How much feedback to they get from you? On the other hand, how much feedback do faculty get from their students? Extensive research across 50 years has produced guidelines for increasing learning. Chickering, Gamson, and Barsi surveyed the research literature on undergraduate education and discovered 7 guidelines which they then developed into Inventories of Good Practice in Undergraduate Education (1989) which is used at HCC with new full time faculty. Hatfield (1995) wrote a book entitled The Seven Principles in Action: Improving Undergraduate Education which expanded on the ideas in the inventory. Feedback to improve learning needs to be prompt, often, and specific. "The chief finding from the Harvard Assessment Seminar about the most effective courses at Harvard, as judged by students and alums, was the importance of quick and detailed feedback. Students overwhelmingly reported that the single most important ingredient for making a course effective is getting rapid response. . . their best learning takes place when they have a chance to submit an early version, get! detailed feedback and criticism, and then hand in a final revised version. (Wiggins, 1997, p. 35) I. Ideas About Teaching and Learning A. Central Idea: Increasing student learning can result from (1) increased feedback to students on their learning and (2) increased feedback to faculty about their teaching. "Teaching means any activity that has the conscious intention of, and potential for, facilitating learning in another." (Leamnson, 1999, Thinking about Teaching and Learning, p. 3) B. There are 2 different problems to solve: 1. Problem: In what ways can faculty increase feedback to students? "Unfortunately, except for grades, most college teachers do not consider feedback important and rarely provide it. Yet many different forms of feedback can contribute to learning, and generally, the more feedback, the more effective the teaching. Feedback is especially effective when used to prevent errors and to provide a student with direction and a sense of achievement." (Carlson, 1981, p. 126) "College teachers have tended not to concern themselves with teaching students how to study or to provide students with feedback on progress with the content of the course." (Carlson, 1981, p. 134) 2. Problem: In what ways can faculty get more feedback about their teaching? "Unfortunately, teachers don’t get much feedback on their classroom behavior because their teaching is done in relative isolation. . . We may talk with other teachers about our subject, but we seldom talk about how we teach our subject. . . . For the most part, the academic world of higher education is simply not structured to give teachers regular, meaningful, sophisticated feedback about their teaching." (James Davis, 1993, Better teaching, more learning: Strategies for success in postsecondary settings. Phoenix, AZ: American Council on Education and Oryx Press, pp. 9-10) II. What is feedback? A. Hints from a Thesaurus clarify, define, describe, explain, inform, inspect, interpret, observe, scrutinize, study, survey; a report, an evaluation, an analysis, an assessment. If for #3 above you wrote, feedback for students and feedback for faculty as the two topics, you are correct: an example of feedback. B. Definitions 1. Feedback is information about what I have done. If I know what I want to learn and have feedback about my progress, I can take steps to learn what I need to know to reach my goal. a. "Feedback involves telling someone what you did and did not like or what you did or did not judge to be right in what they did --some praise and some blame." Implication - "We still think that feedback is what you get from people who do or do not like something you did. That, of course, is a mistaken view." (Grant Wiggins, 1997, Feedback: How learning occurs. In Ellen Chaffee et al.’s Assessing impact: Evidence and action. Washington, DC: AAHE. pp. 31-39. LB2331.G3.A77) b. "Feedback describes what you did and did not do." (Wiggins, 1997, p. 34) Feedback is information about the results of a behavior. c. Feedback can indicate whether an answer is right or wrong (also called knowledge of results). Feedback can also help students identify their own errors or mistakes (a part of self assessment). 2. "Feedback is authoritative information students receive that will reinforce or modify responses to instruction and guide them more efficiently in attaining the goals of the course." Carlson, C. (1981). In O. Milton & associates. On college teaching (pp. 125-152). San Francisco: Jossey-Bass. 3. "The term feedback is associated with electronics and computer science; it refers to a process whereby data are fed back to a system in order to modify conditions and maintain a predetermined equilibrium in the system. . . .Feedback is widely used today by most of us in a variety of daily situations. When we examine our bank account, paint a picture, or tutor a student, we judge the results according to an expected or desired standard. . . . Belief in our ability to alter behaviors, our desire to achieve certain goals, and awareness of the means by which we can achieve predetermined standards are powerful factors in learning and development. Indeed, many educators emphasize the essential function of feedback in the learning and instructional process." (Tamar Levin and Ruth Long, 1981, Effective instruction, Alexandria, VA: ASCD, p. 15) 4. "Feedback has been used synonymously with the term ‘knowledge of results,’ which doesn’t really convey the full meaning of feedback. . . . In his theory of school learning, Bloom (1976) refers to this essential component of learning and instruction as feedback and corrective procedures. Feedback and correction involves three related components." (Levin and Long, 1981, p. 15) a. " . . . it includes a definition of a standard of performance. . . b. it involves a process whereby precise, relevant, and valid evidence are gathered and reported to the students and the teacher. This provides information regarding what has been achieved and what is still needed to be learned or taught in order to reach a defined standard. c. it includes the use of corrective procedures by which gaps in the learning, mistakes, and other misunderstandings can be relearned or corrected." Levin and Long, 1981, pp. 15-16) 5. "Effective feedback has four essential characteristics: a. It is immediate. b. It is specific. c. It provides corrective information for the learner. d. It has a positive emotional tone." (Paul Eggen and Don Kauchak, 2001, Educational psychology, Upper Saddle River, NJ: Prentice-Hall, p. 472) 6. Feedback provides information about progress to a goal or objective. Feedback helps us understand if learning occurred, whether we are on track and how much learning has occurred. 7. A major goal of a college education is developing self directed learners who can self assess and then self adjust their performance. Self assessment and self adjustment (self management or self control) depend on feedback. 8. Intrinsic and Extrinsic Feedback a. "Intrinsic feedback refers to the knowledge one gets immediately and automatically simply by attempting to perform a task. It is obvious when one hits the tennis ball out of the court or when one misses when swinging a baseball bat at a ball. b. "Extrinsic feedback comes from outside the learner, provided either by an individual or a training device." (Daniel Druckman and Robert Bjork, Eds., 1994, Learning, remembering, believing: Enhancing human performance. Washington, DC: National Academy Press, p. 51) 9. In what ways can we design learning so that feedback is built in? 10. In what ways can we increase feedback to learners? 11. For example, let’s assume that my psychology teacher says she wants me to be able to critically evaluate a newspaper article. a. I think I can do what she asks and I explain what I think critical evaluation involves. She asks me to read a chapter about how critical evaluation differs from creative problem solving. Her feedback suggests that I don’t understand the concept of what critical evaluation is. b. I study the chapter and answer some questions at the end of the chapter. I turn the page and find the author’s answers to the same questions. I check my answers and find that our answers are very similar. I have gotten more feedback. c. Now that I understand that critical evaluation involves asking questions about evidence and reasoning I again talk with my psychology teacher and this time she says I understand what critical evaluation is. I have gotten more feedback. d. I read the second chapter and learn about propaganda techniques. I answer the questions about propaganda techniques and check my answers with the author’s answers. I have gotten more feedback. e. I come to class and the teacher puts us into small groups and gives us examples of propaganda techniques and ask us to correctly identify each example. We work individually and then we discuss. I change one of my answers after learning from a classmate that it was a bandwagon technique rather than an appeal to authority. I have gotten more feedback. f. I later pass a quiz over critical evaluation and then a test, each a form of feedback. Rather than just getting a score, we go over each missed item to learn the correct answer so we do not make the same mistake in the future. Getting a score is some feedback but seeing the exact items I missed and learning how to correctly figure them out is better feedback. g. The next semester in a speech class I am listening to a student speech and realize that he is using the bandwagon propaganda technique. The teacher confirms my analysis of the speech. More feedback. I have learned to apply what I learned from my psychology into the new situation of a speech course. I have learned for the long term. 12. WRITE what your view of feedback is based on what you have read and your reflections about its importance for you? C. The Importance of feedback 1. Student learning may be increased if students get more feedback about their learning and if faculty get more feedback about their teaching. 2. As a teacher, my first questions deal with what is the current situation: a. How much feedback do I give to students? b. How much feedback do I get from students? A second set of questions deal with the feedback that students get. c. Do students use the feedback I currently give them? d. Do I need to teach them how to use feedback? e. In what ways can I increase the amount of feedback students receive? A third set of questions deal with how is the feedback I get used? f. Do I recognize the feedback that I get from my students? g. Do I use that information in any way? h. In what ways can I get more feedback from students? 3. What is feedback from the learner’s perspective? a. Feedback is information that I can use or ignore. As a learner, for those questions (problems, challenges) with one right answer, I can discover if I know the right answer. For most situations, I can discover what I know. I can also discover what I don’t know. If goals or objectives are used, I can discover the gap between what I know and what I need to know. I might get hints about how I might close the gap. I can get another (an expert, a coach, a teacher) to assess what I need to learn. I can learn how well I am learning (learning to learn process). I can learn how to self assess my progress. I can discover that I like immediate feedback, that is specific, that is helpful, that encourages me to learn, and is given by someone who cares that I learn. I can discover that I need help from another to help me learn. Feedback can be built into what I am to learn (answering questions in writing, answering questions in class, talking with peers) by the teacher. I can build in feedback myself. I can ask myself questions; I can check my learning with other learners; I can check with the teacher. b. Athletes often refer to the importance of feedback to their performance. "Feedback is the real breakfast of champions." Vince Lombardi, football coach c. Apprentices benefit from the feedback of the master (this approach has a long historical record). d. This section on "The Importance of Feedback" is my attempt at giving you feedback for what you last wrote. 4. Business and industry are hard at work getting feedback from customers. "70 to 80 percent of the refinements and the major features [for computers] are proposed by customers through feedback." (Wiggins, 1997, p. 33) 5. Four ideas about feedback in education from Wiggins (1997, pp. 33-34) a. "You can’t learn without feedback. . . . b. It’s not teaching that causes learning. It’s the attempts by the learner to perform that cause learning, dependent upon the quality of the feedback and opportunities to use it. c. A single test of anything is, therefore, an incomplete assessment. We need to know whether the student can use the feedback from the results. d. We’re wasting our time inventing increasing arcane psychometric solutions to the problem of accountability. Accountability is a function of feedback that’s useful to the learner, not to a handful of people who design the measures. . . the more self-evident the feedback to the performer, the more likely the gains." 6. Feedback can decrease anxiety since learners get hints as to how well they are learning. D. How might faculty in higher education increase feedback to our students? 1. Increase the variety of types of feedback to students a. Quizzes - Use more brief quizzes (written, verbal, show of hands) b. Practice tests - At the start of the course give students a practice test. Tests - Do learners get useful feedback? Can they get more? How can we make tests into feedback exercises? d. Final Exams - Do learners get feedback? How might they get more feedback? e. Lectures - Do learners get feedback on how well they are learning from a lecture? Is it prompt? f. Class discussions - Do learners often get feedback on what they are learning? g. Small group discussions - Do learners often get feedback on their learning? h. Visuals - How do students get feedback on what they are learning from visuals (PowerPoint, overheads, videos, DVDs)? Can it be increased? i. To increase feedback develop and use Example Answers. These are answers to assignments which help students understand the format and what is expected. j. Faculty can develop and use Answer Keys. These are answers from previous students which are very good and excellent answers. Students can be asked to check their answers to the Answer Keys. k. Increase the use of peer feedback. Writing courses often use peer feedback. l. Use technology to give students more feedback, such as programmed instruction and computer assisted instruction. 2. Increase the frequency of feedback to students. For example, how might we get feedback to students after every 3 hours of learning? a. During class 1) More quizzes over class activities 2) More surveys in class 3) More Think-Pair Share learning 4) More writing in class 5) More use of classroom research ideas 6) Schedule more tests (every two weeks) 7) Schedule learning experiences using the test results 8) More peer feedback 9) More individual conferences with students b. For homework 1) Build in feedback checks for homework (Example Answers, Answer Keys). 2) Increase writing 3) Increase the use of study groups or teams 4) Self checking quizzes 5) Computer quizzes with answers 6) Teach students to self assess 7) Reward students for talking to classmates outside of class 8) Joint projects 9) More rough drafts 10) More smaller projects 11) More conferences with faculty 12) More quizzes in class over homework E. In what ways might you increase feedback to your students? III. In what ways can teachers get more feedback from students? A. Analysis of formal assessments - quizzes, tests (which items are most often missed? which items distinguish between A and D students?), written assignments (what are the most common errors?), portfolios B. Informal feedback - see classroom research sources 1. What did you like about today’s class? What was difficult? What was confusing? What do you want help on? 2. What did you like about the homework? What was difficult? Confusing? What do you need help on? C. Collect feedback after the first class 1. What do you anticipate from this course? 2. What are you looking forward to? 3. Is there anything that bothers you? Worries you? Confused you? 4. Do you have sufficient time to do well in this course? 5. Describe your reactions to the introduction to the course. 6. Rate the value of this first day on a scale fro 1 to 10, with 10 as the most valuable first day class you have ever experienced? Ask for a show of hands with your back turned toward the board and a student in the back telling you the number of hands raised for each number. D. Collect feedback after each class. 1. What helped you learn? 2. What did you like most about today’s class? 3. What did you have difficulty with? 4. What was confusing? 5. What might have helped you learn better? 6. Ask students to write what they learned from class (Idea Notebook entries are used in Logic and Critical Thinking). E. Collect feedback each week from students 1. What worked for you? 2. What did not work for you? 3. What was the most difficult thing for you this week? 4. What did you enjoy most this week? 5. Explain anything that was confusing in terms of the directions for this week. 6. Ask students to write what they are learning about how they are learning F. Collect feedback after each test. 1. Were you clear on what to learn? 2. What had you learned well? 3. What topics did you have difficulty with? 4. What will you need to do to improve your learning for the next test? 5. How much time did you study for this test? Was it sufficient? 6. What could I have done to better help you learn? 7. Allow students for multiple choice items to explain their thinking on up to 3 items if they think their answer may not be the correct answer. G. Collect feedback after each written assignment. 1. Does this paper represent 100% of your best effort? If no, what percent would you say? 2. What would you have needed to do to have done better work? 3. What could I as your teacher have done to help you? 4. What would you suggest to make this assignment better? 5. Ask students to describe how they accomplished the written assignment. H. Collect feedback at mid-semester. 1. Use a comprehensive form (with answers given) that will also be used at the end of the course. Be sure to check on each objective you are teaching. 2. Also collect open ended questions, such as (1) What do you like most about this course? (2) What do you like least about this course? (4) What changes would you recommend? (5) What could you have done to learn more? (6) Other comments: I. Collect feedback at the end of the course 1. Use a comprehensive form with answers given. 2. Also collect open ended questions. 3. This course is like . . .? Let students describe in their own words how they see the learning experience. 4. Use an outside consultant to interview your students. 5. Select a sample of student for in-depth interviews each week (evaluators). Ask these students to get reactions from other classmates. Write up ideas and give these back to this sample to be sure you have corrected heard and summarize the suggestions. Provide class a midterm summary and do an end of course summary to provide to the next group of evaluators. 6. Select a sample of student for in-depth interviews after the last class. 7. Select a sample of student for in-depth interviews the following semester after they have taken another semester of courses. 8. Use the long form for the IDEA survey. a. Convert T-scores into percentiles for the key items. b. Analyze your ratings to determine where you could improve. c. Go over your scores with a trusted peer. d. Organize the written comments to help focus your future efforts on the course. J. Build into assignments a way to get feedback (depends on the course). Design your own feedback sheet for things you have written or for aspects of the textbook. K. During lecture 1. Ask a small group of students to give feedback after each lecture. 2. Ask a rotating group of students to provide feedback weekly. 3. Ask for each student to answer: a. Summarize the key ideas you learned today. b. What was muddy for you? L. During discussions 1. Ask students to evaluate their performance on specific criteria. 2. Ask students to evaluate their group members. M. What ideas are ones you might consider using to get more feedback from students to improve your teaching and their learning? IV. Ideas from McKeachie’s Teaching Tips (2006) In the last section of his book entitled Lifelong Learning for Teachers, the last chapter is Vitality and Growth Throughout Your Teaching Career (McKeachie’s career was 58 years). He asked this question: "What can be done to foster continued development and enjoyment?" His concluding comment: "The great thing about teaching is that there is always more to learn. "Here are the main topics from the chapter quoted and condensed. A. Looking for new idea - through reading, hearing, discussing, seeing, experiencing B. Get and Use Feedback From student performance, from peers, from faculty development specialists, from students. 1. Get the feedback early enough to make a difference for the students who give it. 2. Don’t feel you need to use a standard from. 3. Supplement end-of-course ratings. C. Consultation Research clearly shows you are more likely to improve if you discuss the feedback with someone. D. Use classroom assessment techniques. E. Use self evaluation. For additional ideas, see the topic of Classroom Research and the sources below. Cross, K., & Angelo, T. (1988). Classroom assessment techniques: A handbook for faculty. Ann Arbor, MI: University of Michigan: National Center for Research to Improve Postsecondary Teaching and Learning. "One minute paper" "One-Sentence Summary" "What did you learn last class?" "List the key ideas from class today?" Angelo, T., & Cross, K. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass. Other Useful Sources on Learning and Teaching Bean, J. (1996). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass. Bloom, B. et al. (1956). Taxonomy of educational objectives. Vol 1: Cognitive domain. NY: McKay. Bransford, J., Brown, A., & Cocking, R. (Eds.). How people learn: Brain, mind, experiences, and school. Washington, DC: National Academy Press, 1999. Chickering, A., & Schlossberg, N. (1995). Getting the most out of college. Boston: Allyn and Bacon. Davis, J. (1993). Better teaching, more learning: Strategies for success in postsecondary settings. Phoenix, AZ: American Council on Education and Oryx Press, pp. 9-10) Druckman, D., & Bjork, R. (Eds.), 1994, Learning, remembering, believing: Enhancing human performance. Washington, DC: National Academy Press, p. 51) Eggen, P., & Kauchak, D. (2001). Educational psychology. Upper Saddle River, NJ: Prentice-Hall. Gamson, Z., & Chickering, A. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39, 5-10. Grasha, A. (1996). Teaching with style. Pittsburg: Alliance Publishers. Halpern, D., & Hakel, M. (Eds.). (2000). Applying the science of learning to university teaching and beyond,. New Directions For Teaching and Learning, No. 89. San Francisco: Jossey-Bass. See the last chapter for an annotated reading list. Halpern, D., & Hakel, M. (July-August, 2003). Applying the science of learning to the university and beyond: Teaching for long-term retention and transfer. Changes, Hatfield, S. (Ed.), (1995). The seven principles in action: Improving undergraduate education. Boston: Anker. Leamnson, R. (1999). Thinking about teaching and learning: Developing habits of learning with first year college and university students. Sterling, VA: Stylus. Levin, T., & Long, R. (1981). Effective instruction. Alexandria, VA: ASCD. McKeachie, W., & Svinicki, M. (2006). McKeachie’s teaching tips (12th ed.). Boston: Houghton Mifflin. Pace, D., & Middendorf, J. (Eds.). (Summer 2004). Decoding the disciplines: Helping student learn disciplinary ways of thinking. New Directions fo Teaching and Learning. No. 98. San Francisco: Jossey-Bass. Walvoord, B., & Anderson, V. (1998). Effective grading. San Francisco: Jossey-Bass. Wiggins, B. (1997). Feedback: How learning occurs. In Ellen Chaffee et al.’s Assessing impact: Evidence and action. Washington, DC: AAHE, pp. 31-39. LB2331.G3.A77)
|
|
Playing I.T. Safe Eileen Cotter
The following presentation describes a learning community linking ESL Reading (non-credit course) and the Computer Applications introductory credit level course. Click here for PowerPoint presentation.... Return to Table of Contents |
|
The
Nursing Faculty Shortage: Cherry A. Karl
The following presentation provides the quantitative description of the nursing faculty shortage and recommendations based on those findings. It then provides an alternative qualitative phenomenological approach to exploring the reasons and solutions for the shortage.
|
|
Defining the Patuxent
River Watershed:
Debby Luquette This handout contains the objectives, the instructions and questions I wanted the students to consider, but the main part of the lab was a set of GIS satellite images.
Materials: Per Group: Maps Colored pencils Satellite
images Rulers Procedure: This lab is a series of exercises and discussion questions interspersed in the text. You will do them with the people sitting at your lab bench, so spend some time getting to know them as you work through the exercises. Follow the instructions as they are encountered. It will be graded. You are expected to answer the questions preceded by an asterisk*. Introduction: One thing we all have in common – we all live in a watershed. If you are living on an off-shore oil rig or an ocean liner, you may be an exception to this rule, but it’s a safe bet that all your normal daily activities take place in at least one watershed. What is a watershed?
It is all the land drained by a body of water. So, what does that mean?
One concept that helps you understand is that of a “map.” What is a map?
Let’s figure that out together. * 1. Campus Map. With the people sitting at your bench, draw a map of the HCC campus in the space below – from memory. Don’t look on line or in your course catalog, student handbook or any HCC publication.
* a. What features did you include? Why?
So, then a map is a way to organize information that you find useful in a spatial framework. * Now I want you to take your map and add features I think are important. Where is the ground highest? Where is it lowest? How can you tell? Add them in different colored pencils.
I am hoping that you drew the two low points on campus as the pond and the man made “wetland” between parking lot A and the Instructional Lab Building (ILB). The pond does drain to a lower point, but students don’t generally use that area of the campus. Make sure your campus map includes the pond and wetland. If you didn’t already put them in, add them now. Knowing where the ground is high and where water collects is useful in defining a watershed. Do you see the connection between points on campus that are lower in elevation and the presence of bodies of water? Do you think that water runs downhill from those points that are higher in elevation drain to the pond and wetland? Look at your campus map and see that you have drawn two watersheds, two areas of land that drain to two bodies of water.
2. Patuxent Watershed. Now let us look at the greater watershed that we are in, the Patuxent River Watershed. Use the satellite image to mentally trace the watershed from its source to the Chesapeake Bay on the image provided. Do NOT write on these images.
a. Once you have found the three sources of the Patuxent River, look more closely at the features on satellite image. Can you determine within which general political division (county, city, township, etc.) the river’s sources are found? One way you can figure this out might be by looking for major roads and seeing if you can recognize a pattern with which you might already be familiar.
* b. Pick out the places on the image - where you go to school - where you work - where you live - where you shop
- where the public buildings you might carry out business (county government complex)
- where you recreate * c. How do your activities in these areas impact the watershed? Be sure you include ALL your activities! (Don’t just think about driving, eating, walking. Think about the trash, waste water, etc., that you generate!) Answer below:
* d. River water quality is very dependent on how land in the watershed is used. With the people in your group, think about how each of the following affects the water quality of the Patuxent River. Be sure to give an example of where you think this might be occurring. (Don’t worry about how much you know or don’t know right now; this is an exercise to get you thinking.)
Table 1 has a list of land uses for the Patuxent River, broken down by category, and the whole Chesapeake Bay watershed. It is interesting that the Patuxent River has a lot of undeveloped land in its watershed. It is disturbing that most of the developed land in closest to the headwaters of the river in Howard, Anne Arundel and Prince George's Counties. Note the land uses on the satellite images.
Table 1. Comparisons of population, land area and land use and of the Patuxent River tributaries, the entire river and the Chesapeake Bay.
Information Ownership, Use and Distribution of Chesapeakebay.net material: Information presented on this web site is considered public information and may be distributed or copied. All documents and information may be freely distributed and used for non-commercial, scientific and educational purposes. Commercial use of the documents available from this server may be protected under the U.S. and foreign copyright Laws. Individual documents on this web site may have different copyright conditions that will be noted in those documents. Any communication or material transmitted to this web site by electronic mail or otherwise, including any data, questions, comments, suggestions or the like will be treated as public information.http://www.chesapeakebay.net/termsofuse.htm e. Using Table 1.
* Since you have thought about how your activities affect the Patuxent River Watershed, take a look at Table 1 and the graph in figure 1.
3. Do you think there is some correlation between the % of developed land in the Little Patuxent River watershed, the % of population, and the health of the river?
|
